Emerging Bodies of Knowledge: Engaging the Affective Hidden Curriculum in Undergraduate Business Education

Autor/in	Bylsma, Paul E.
Titel	Emerging Bodies of Knowledge: Engaging the Affective Hidden Curriculum in Undergraduate Business Education
Quelle	(2023), (224 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9509-1
Schlagwörter	Hochschulschrift; Dissertation; Hidden Curriculum; Business Administration Education; Undergraduate Students; Affective Behavior; Educational Experience; Student Role + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Heimlicher Lehrplan; Affective disturbance; Active behaviour; Affektive Störung; Bildungserfahrung
Abstract	The hidden curriculum has been theorized and researched as imposing messaging that students learn but are not explicitly taught. However, few studies considered the hidden curriculum as an integrated and embodied function of students' lived experiences, or students' role in their encounters with the hidden curriculum. This study investigated how undergraduate business students engaged with hidden curricula as an emergent, embodied, and relational (i.e., affective) phenomena. Employing affect theory and a qualitative methodology, I examined how students engaged with a hidden curriculum that emerged in a particular assemblage, i.e., the spaces, people, objects, and temporality that students encountered during their business education. I found that students responded to, mediated, and co-created the hidden curriculum with which they engaged in varying forms. Findings suggest that the hidden curriculum is not a hegemonic force to which students uniformly respond, but a mutual encounter between heterogeneous students and their dynamic assemblage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01